| Abstract [eng] |
It was done the theoretical socio-educational assistance for children with emotional and behavioral difficulties / impairments analysis. It was used the questionnaire survey method, to analyze the socio-educational assistance for emotional and behavioral problems / disorders in children. Quantitative survey results are summarized in statistical methods (descriptive, factor, correlation analysis). It was involved 346 respondents: 194 teachers who educate children with emotional and behavioral difficulties / disorders, and 152 parents having children with emotional and behavioral difficulties / problems. The empirical part shows teachers and parents' attitude to children with emotional and behavioral difficulties / problems, socio-educational assistance at school on the basis of criteria: emotional and behavioral difficulties / disorders signs of resolution, assistance and the strengthening of the socio-educational needs, behavior management measures and strategies for the application of the physical environment and parents’ help. The main conclusions of the research: 1. Teachers excessively state that they have to teach children with behavioral and emotional difficulties, and emotional and behavioral disorders. This indicates that these children have social and emotional problems / disorders. Meanwhile, the parents' opinion differs dramatically and they do not think that children have emotional and behavioral, but points out that children characterized by inappropriate and (or) aggressive behavior. 2. Teachers and parents' opinion is that the greatest assistance to emotional and behavioral difficulties / problems with their children have school educators and a social educator. The most desirable to develop a psychologist aid. However, not all schools are required to professionals who are properly provide assistance to the child's needs, and socio-educational assistance in some cases are provide minimal or fragmental. Educators and parents identified the most fulfilled these needs: a safe emotional environment for security, friendship, communication needs. 3. Respondents noted that teachers usually apply these behavior management tools and strategies: positive promotion, use tools for children of different abilities, which rules leads to individual conversations, discuss inappropriate behaviors and establishes in advance the consequences. Educators and parents stressed that the management of undesirable student behavior usually should be subject to positive behavior management tools and strategies, educators should be quiet, develop students' confidence and develop a system of incentives. 4. Physical environment and education measures minimally adapted for students with emotional and behavioral difficulties. Educators point out that teaching materials and appliances are considered an easy-to-reach places, they use a range of students' seating layout techniques and the use of ICT. Unfortunately, parents think that teachers only sometime use these tools and methods in the educational process. Respondents say that the majority of classes have proper lighting, covers and wall colors, but there is no complacency places in classes. 5. Teachers and parents state that parents having children with behavioral and emotional difficulties / impairments have minimal assistance: professionals (special pedagogical, social pedagogical), it is organized meetings with the student's parents and other participants in the educational process, telephone calls informing about the student's positive and negative behavior. |
